Updated Joint Policy Statement on the Inclusion of Children With Disabilities in Early Childhood Programs
The U.S. Department of Education and U.S. Department of Health and Human Services released an updated joint-policy statement on supporting the inclusion of children with disabilities in early childhood programs. The joint statement sets the expectation that inclusion continues as a child transitions into elementary school, emphasizes the need to increase public awareness and understanding of the science that supports inclusion of children with disabilities in early childhood programs, and reinforces the legal foundations that support inclusion.
The HHS-ED Policy Statement on the Inclusion of Children with Disabilities in Early Childhood Programs updated November 2023 includes a renewed commitment and urgency, as children with disabilities continue to face barriers accessing and fully participating in inclusive early childhood programs.
Purpose
All young children with disabilities[1] should have access to high-quality inclusive early childhood programs[2] that provide individualized and appropriate support so they can fully participate alongside their peers without disabilities, meet high expectations, and achieve their full potential. The responsibility to ensure that young children with disabilities and their families are included in high-quality early childhood programs is shared by federal, State, and local governments, early childhood systems, early childhood programs and providers, local educational agencies (LEAs), and schools.
This policy statement from the U.S. Departments of Education (ED) and Health and Human Services (HHS) (the Departments) builds upon our earlier 2015 policy statement with renewed commitment and urgency as children with disabilities continue to face significant barriers accessing and participating in inclusive early childhood programs. This updated joint ED and HHS policy statement for States,[3] LEAs, schools, early intervention (EIS) providers, and early childhood programs advances the Departments’ position by:
- Reiterating the expectation for inclusion[4] in high-quality early childhood programs;
- Setting the expectation that inclusion continues as children transition into elementary school;
- Continuing to increase public awareness and understanding of the latest science that supports inclusion of children with disabilities in early childhood programs from the earliest ages;
- Reinforcing the legal foundations supporting inclusion in early childhood;
- Reiterating and updating recommendations for State and local agencies that implement Individuals with Disabilities Education Act (IDEA) programs, Head Start, child care, home visiting, preschools, and public schools for increasing inclusive early learning opportunities for all children;
- Updating models and exemplars of inclusion; and
- Identifying and sharing resources for States, LEAs, EIS providers, early childhood programs, schools, early childhood personnel,[5] and families to support high-quality individualized programming and inclusion of children with disabilities in early childhood programs.